Relevant bibliographies by topics / Ontario Language Program

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Academic literature on the topic 'Ontario Language Program'

Author: Grafiati
Published: 4 June 2021
Last updated: 1 February 2022

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Journal articles on the topic "Ontario Language Program"

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Ryan, Thomas G., and Erhan Sinay. "A Canadian Perspective: French Language Learning." International Journal of Educational Reform 29, no. 4 (August 7, 2020): 311–33. http://dx.doi.org/10.1177/1056787920913245.

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In Canada, language learning is viewed as an international, national and local need. Herein an international perspective is provided that guides the reader into a National language perspective which is uniquely Canadian. For instance, within Ontario there are concerns about French language education and the multiple entry points for students and inequities in most school boards in Ontario. The fact that School Boards across the province have identified the supply and demand for Ontario elementary and secondary teachers as variable especially in certain subjects such as French Language is unsettling. Future recruitment needs to cast a wide net and move deep into Faculties of Education in a proactive manner. Having the necessary French teachers and support staff is very important yet the need to retain students and educators in French programs is equally essential since retention and attrition rates impact program viability. Recent history in Ontario Core French (CF) programs demonstrate reduced enrollments over time therefore the government of Ontario has acknowledged a need to increase FSL student retention via improved access, training, relationships and special programs, to ensure students are enrolled and retained as long as possible.
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Nahwegahbow, Monica. "Indigenous Language Revitalization: Role of a Bilingual Speech-Language Pathologist." Perspectives on Communication Disorders and Sciences in Culturally and Linguistically Diverse (CLD) Populations 18, no. 2 (July 2011): 36–41. http://dx.doi.org/10.1044/cds18.2.36.

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Due to the risk of language extinction, immersion education is being implemented by Aboriginal communities in Canada and the United States as a language revitalization strategy. This paper describes one successful initiative, the Biidaaban Kinoomaagegamik Immersion Program (BKIP), started in 2006 by the community of Sagamok Anishnawbek (population: 1,400) situated on the north shore of Lake Huron in northern Ontario. The students are educated in Anishnaabemowin (Ojibwe), the primary language of instruction, through the day from senior kindergarten (SK) to Grade 3 with one hour allotted daily to English-language study. Aboriginal speech-language pathologists (SLPs), as speakers of an Indigenous language, can play a critical role in immersion education and language preservation. The role of the bilingual SLP in immersion programs is multifaceted. The varied aspects and responsibilities of this role are discussed.
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Kim, Youn-Hee, Robert Kohls, and Christian W. Chun. "Research in the Modern Language Centre at the Ontario Institute for Studies in Education of the University of Toronto (OISE/UT)." Language Teaching 42, no. 4 (October 2009): 525–30. http://dx.doi.org/10.1017/s0261444809990073.

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The Modern Language Centre addresses a broad spectrum of theoretical and practical issues related to second and minority language teaching and learning. Since its foundation in 1968, the quality and range of the Centre's graduate studies programs, research, and development projects and field and dissemination services have brought it both national and international recognition. Our work focuses on curriculum, instruction, and policies for education in second, foreign, and minority languages, particularly in reference to English and French in Canada but also other languages and settings – including studies of language learning, methodology and organization of classroom instruction, language education policies, student and program evaluation, teacher development, as well as issues related to bilingualism, multilingualism, cultural diversity, and literacy. In this research report, we will present research activities underway in the Centre in the areas of pedagogy, literacy development, sociocultural theory, pragmatics, and assessment.
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Mady, Callie, and Mimi Masson. "Principals’ Beliefs About Language Learning and Inclusion of English Language Learners in Canadian Elementary French Immersion Programs." Canadian Journal of Applied Linguistics 21, no. 1 (February 28, 2018): 71–93. http://dx.doi.org/10.7202/1050811ar.

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Gatekeepers’ language ideologies and beliefs about language learning determine how learners experience French as a second language programs, in particular, their access to, and success and inclusion in, the French immersion (FI) program. In this article, we explore how FI principals understand language learning and the inclusion of English language learners (ELLs) and how these perspectives shape school policy in FI programs. The study took place in a large urban school board in southern Ontario with student population consisting of 50% ELLs. After conducting a questionnaire with principals across the school board, we interviewed a subgroup of principals gathering quantitative and qualitative data. In addition, we consulted the board’s website and documentation provided to parents regarding enrolling their children in FI. The study highlights convergence or divergence from principals’ beliefs in relation to board policy about access and inclusion to the FI program. Through critical discourse analysis, data revealed that principals have contradictory beliefs about language learning, and at times principals struggle to reconcile these beliefs with official board policy. While FI principals are mostly positive about including ELLs in FI, to provide equal access to the program, they would benefit from (a) moving away from a definition of bilingualism as equalingualism and (b) expanding and developing the meaning of inclusivity beyond physical presence to adapt the FI space for greater inclusion of ELLs.
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Delcourt, Lauren. "Elitist, Inequitable and Exclusionary Practices: A Problem within Ontario French Immersion Programs? A Literature Review." Actes du Symposium JEAN-PAUL DIONNE Symposium Proceedings 2, no. 1 (March 7, 2019): 7–26. http://dx.doi.org/10.18192/jpds-sjpd.v2i1.3152.

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The 2013 Ontario French Second Language (FSL) Curriculum emphasizes inclusivity and bilingualism; however, many students are recommended to opt out of French Immersion (FI). The opting-out of students may support the strengthening of the program by establishing a reputation of success, but how does it affect the withdrawn child? Are FSL programs using best practices to support all learners equitably, or catering to the elite students as a result of misconceptions, lack of resources and professional training? To address these questions, an exploratory and focused literature review of Canadian publications, Ministry of Education documentations and global articles on the topic of bilingualism was conducted, focusing on the works of Genesee (2007) and Baker (2006) on natural language acquisition, Arnett and Mady (2017) on teachers’ and parents’ perspectives, and Gour (2015) and Wise (2012) who report on misconceptions regarding second language education. Emerging trends indicate that elitist practices and unequal access to FSL programs remain a prominent issue in Ontario classrooms. With the understanding that students with learning disabilities (LDs) can succeed in the FI program, removing these learners may in turn, be a disservice to their overall learning. Findings presented in this paper support the need to examine how learners’ abilities are being perceived by educational professionals to provide the necessary tools and supports for success, appropriate training to mitigate misconceptions, as well as retain a reputation for success in FSL programs through equitable means. Acknowledging such discrepancies between what serves as best teaching practice and making it possible in the classroom is necessary to reduce excuses of unpreparedness to meet students’ diverse needs and initiate reflection and training programs that prepare teachers to teach inclusively to all.
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Agrawal, Vikas, Jorge Baier, Kostas Bekris, Yiling Chen, Artur S. D'Avila Garcez, Pascal Hitzler, Patrik Haslum, et al. "Reports of the AAAI 2012 Conference Workshops." AI Magazine 33, no. 4 (December 21, 2012): 119. http://dx.doi.org/10.1609/aimag.v33i4.2444.

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The AAAI-12 Workshop program was held Sunday and Monday, July 22–23, 2012 at the Sheraton Centre Toronto Hotel in Toronto, Ontario, Canada. The AAAI-12 workshop program included 9 workshops covering a wide range of topics in artificial intelligence. The titles of the workshops were Activity Context Representation: Techniques and Languages, AI for Data Center Management and Cloud Computing, Cognitive Robotics, Grounding Language for Physical Systems, Human Computation, Intelligent Techniques for Web Personalization and Recommendation, Multiagent Pathfinding, Neural-Symbolic Learning and Reasoning, Problem Solving Using Classical Planners, Semantic Cities. This article presents short summaries of those events.
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Heller, Monica. "Language choice, social institutions, and symbolic domination." Language in Society 24, no. 3 (June 1995): 373–405. http://dx.doi.org/10.1017/s0047404500018807.

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ABSTRACTThe study of language choice and code-switching can illuminate the ways in which, through language, social institutions with ethnolinguistically diverse staff and clients exercise symbolic domination. Using the example of French-language minority education in Ontario (Canada), this article examines the ways in which ethnic and institutional relations of power overlap or crosscut, forming constraints which have paradoxical effects. In an analysis of two classrooms, it is shown how an ideology of institutional monolingualism is supported or undermined by program structure, curriculum content, and the social organization of turn-taking, and how individuals use language choices and code-switching to collaborate with or resist these arrangements. The effect of these processes is to contain paradoxes and to produce new relations of power within the school. (Symbolic domination, choice of language, code-switching, French/English language contact, social institutions, Canada)
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Gayowsky, Alexandra. "Reflections of an Ontario Student Teacher in Scotland: Cultural Language and Cross-Cultural Classroom Management." Journal of Teaching and Learning 13, no. 1 (September 17, 2019): 71–77. http://dx.doi.org/10.22329/jtl.v13i1.5993.

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A new teacher in her initial teacher education (ITE) program is focused on curriculum content, classroom management and pedagogy, and this perspective does not change despite a variation in the cultural context (Hassaram, Robertson, & Garcia, 2019). “Reflections of an Ontario Student Teacher in Scotland” is a narrative of raw, qualitative reflexive data composed during a one-week period of ITE practice teaching placement in Northern Scotland (Clarà, Mauri, Colomina, & Onrubia, 2019). The English teacher-narrator identifies the language differences, comparative abilities in writing, and those one-on-one connections between student teacher and pupils that allow for a rewarding reciprocal learning experience in first year classroom management and teaching.
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Burnaby, Barbara. "Adult Literacy Issues in Canada." Annual Review of Applied Linguistics 12 (March 1991): 156–71. http://dx.doi.org/10.1017/s0267190500002208.

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This chapter concerns adult literacy issues in Canada—adults being defined as people fifteen years or older and out of school—and focuses primarily on adults who are not (or are barely) literate in any language. Until the mid-1980s, educational support for adults who wished to develop or improve their literacy skills up to about the grade eight level was almost entirely a charitable endeavor. People with low literacy skills were perceived to be a marginal group consisting of elderly people who had not had the chance to go to school, people with disabilities who were considered to be untrainable, certain immigrant populations, and people who had failed in the school system through some individual weakness. In 1985, in the midst of national concerns about the productivity of the country's labor force, the government of Ontario launched a program of funding for three explicit purposes: 1) to assist literacy programs for adult learners, 2) to support literacy organizations, and 3) to fund a small amount of community based research on adult literacy. The federal government followed suit in 1986, establishing the National Literacy Secretariat in the Department of the Secretary of State for Canada.
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Derwing, Tracey M., and Ronald I. Thomson. "Citizenship Concepts in LINC Classrooms." TESL Canada Journal 23, no. 1 (October 1, 2005): 44. http://dx.doi.org/10.18806/tesl.v23i1.77.

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In this study we surveyed teachers and program coordinators of Language Instruction for Newcomers to Canada (LINC) from Ontario, British Columbia, and Alberta to determine to what degree they believe they are incorporating citizenship concepts into the ESL classroom. Respondents provided us with information on the nature of their programs, the role of LINC, the types of materials they used, general course content, challenges faced, and their evaluation of the success of LINC in view of the government mandate to provide instruction that will lead to social integration. Most LINC providers felt that their programs were well tailored to the needs of their students, but in general they did not see LINC as a substitute for citizenship preparation courses. We recommend that optional citizenship courses be made widely available to immigrants after LINC, where the focus is on complex issues facing Canadians rather than a superficial coverage of facts for the citizenship test.
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Dissertations / Theses on the topic "Ontario Language Program"

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Ford, Amy. "Exploration of English Language Program Undergraduate Nursing Students’ Attitudes Toward the Risks of English-French Language Discordance and Their Implementation of the Active Offer of French Language Health Services in Ontario." Thesis, Université d'Ottawa / University of Ottawa, 2018. http://hdl.handle.net/10393/37552.

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As has been reported in Canadian research on the experiences of Francophone patients and Francophone health professionals, active offer is not common or well performed in the Ontario healthcare system (Bernier, 2009; Boileau, 2016; Bouchard & Desmeules, 2013; Drolet et al., 2014; Hien & Lafontant, 2013). This descriptive quantitative research explored the self-reported awareness and implementation of the active offer concept during clinical placements by English language program 4th year undergraduate nursing students. A total of 69 participants were recruited in April 2017 to complete a paper or online-based survey. The survey consisted of questions on French language abilities, awareness of the patient safety risk of language discordance, communication experiences with Francophone patients and opinions of the role of the nurse, healthcare organizations and universities in the implementation of active offer. The participating nursing students reported little knowledge and training for implementing active offer during clinical settings. Despite the lack of preparation, the majority of them (92%) reported caring for a Francophone patient at least once with 25% doing that eight times or more during their clinical placements. More than 84% reported finding a way to communicate with Francophone patients in French, by speaking to them in French themselves or by asking Francophone colleagues, a professional interpreter or the patients’ family to interpret for them. Study recommendations include training nursing students during their undergraduate studies about the patient safety risks of language discordance, active offer and how to implement it. All English program nursing students should also be taught how to access and work with a professional interpreter. Those with French language skills should be encouraged to take healthcare specific language training. New research should be done to explore communication between English language program nursing students and Francophone patients to identify if it is safe and adequate from both the student and the patient’s point of view.
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Aravossitas, Themistoklis. "From Greek School to Greek's Cool: Heritage Language Education in Ontario and the Aristoteles Credit Program - Using Weblogs for Teaching the Greek Language in Canada." Thesis, 2010. http://hdl.handle.net/1807/25467.

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Heritage Language Education is considered the cornerstone of Canada’s multiculturalism policy. In Ontario, the mission to preserve the cultural capital of the various ethnic communities is carried out primarily by non-profit organizations and groups with limited official support. My thesis is the autobiographical inquiry of an internationally educated teacher who is involved in a Greek language credit program in Toronto. My commitment to understanding the needs of the new generation of learners guided me through a series of professional development initiatives and the creation of an educational blog which is currently used by students, parents and teachers of the Aristoteles Credit School. By presenting my experiences as I navigated the multidimensionality of HLE in Ontario, I hope to offer a case of a bottom-up reform attempt which is based on transformative pedagogy and brings heritage language education to the epicentre of community activity and educational change in the 21st century.
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Demers, Julie Anne. "Franco-Ontarian teachers' linguistic and cultural identity: teaching in the French immersion program /." 2005. http://link.library.utoronto.ca/eir/EIRdetail.cfm?Resources__ID=370172&T=F.

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Books on the topic "Ontario Language Program"

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APL Conference (1997 Ryerson Polytechnic University). APL 97: Share knowledge, share success : held in the Rogers Communications Centre at Ryerson University, Toronto, Ontario, August 17-20, 1997. Edited by Kent Mike 1947-, Association for Computing Machinery, and SIGAPL. New York: ACM Press, 1998.

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Ontario. The Ontario curriculum: French as a second language: core french grades 4-8. Toronto, Ont: Queen's printer of Ontario, 1998.

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Rochester, FORTH Applications Conference (1996 Toronto Ont ). 1996 Rochester FORTH Conference: Open systems, June 19-22, 1996, Ryerson Polytechnic University, Toronto, Ontario, Canada. Rochester, NY: Institute for Applied Forth Research, 1997.

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Hart, Doug. A follow-up study of people in Ontario completing level 3 of the Language Instruction for Newcomers to Canada (LINC) Program: Report to the Ontario Region LINC Advisory Committee. [S.l: s.n.], 1997.

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Ontario. Education Quality and Accountability Office. School Achievement Indicators Program : 1998 reading and writing assessment (13- and 16- year-old students) : Ontario report. Toronto, Ont: Education and Accountability Office, 1999.

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Ontario Educational Research Council. Conference. [Papers presented at the 28th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, Dec. 1986]. [Toronto, ON: s.n.]., 1986.

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Sanaoui, Razika. Directory of ESL teacher preparation programs in Ontario. Toronto: TESL Ontario, 1997.

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Ontario Educational Research Council. Conference. [Papers presented at the 36th Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 2-3, 1994]. [Toronto, ON: s.n.], 1994.

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Ontario Educational Research Council. Conference. [Papers presented at the 32nd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 7-8, 1990]. [Ontario: s.n.], 1990.

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Ontario Educational Research Council. Conference. [Papers presented at the 33rd Annual Conference of the Ontario Educational Research Council, Toronto, Ontario, December 6-7, 1991]. [Ontario: s.n.], 1991.

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Book chapters on the topic "Ontario Language Program"

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Lauzon, Al, and Rachel Farabakhsh. "The Power of Collaborative Inquiry and Metaphor in Meeting the Health Literacy Needs of Rural Immigrant Women." In Advances in Human Services and Public Health, 51–67. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-6260-5.ch004.

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Rural communities often face the need to reach out to immigrant groups to help sustain their populations. However, rural communities often lack the necessary support and resources required to meet the needs of immigrant communities. This chapter reports on the role of a participatory education project in meeting the needs of immigrant Old Colony Mennonite women. Building on an existing ESL program in a rural community in Southwestern Ontario, a participatory health literacy pilot project was developed employing an action research format. With the participants, the authors explored the participant identified topic of dealing with the stress of parenting, using metaphors (presentational knowing) and collaborative inquiry. Post-project, in-depth, semi-structured interviews were completed with participants and program staff. Interview data was analyzed using a constant comparison method and five themes are identified and discussed: (1) reconsidering the nature of their children; (2) the power of language to transform; (3) modeling with language; (4) changing parental behaviours; and (5) normalizing what happens at home. The authors then discuss the efficacy of utilizing presentational knowing and collaborative inquiry as a pedagogical strategy for meeting the learning needs of rural immigrants.
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Piccardo, Enrica, and Danielle Hunter. "Settlement, integration and language learning: possible synergies. A task-based, community-focused program from the Region of Durham (Ontario, Canada)." In The Linguistic Integration of Adult Migrants / L’intégration linguistique des migrants adultes, edited by Jean-Claude Beacco, Hans-Jürgen Krumm, David Little, and Philia Thalgott. Berlin, Boston: De Gruyter, 2017. http://dx.doi.org/10.1515/9783110477498-023.

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Nahaiciuc, Ruxandra Bianca. "Framing LEAD by Unpacking Student Success Literacy (SSL)." In Advances in Educational Marketing, Administration, and Leadership, 41–59. IGI Global, 2020. http://dx.doi.org/10.4018/978-1-7998-2430-5.ch003.

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Identifying student success methods that work have been in development for some time, as they emerge from seasoned teachers and policymakers. However, it is often the case that their classroom success and continually developing ‘awareness, knowledge, skill, and disposition', their Student Success Literacy (SSL), is not shared to any great extent and, therefore, their great insights are not accessible to all. For this purpose, SSL is introduced as an entirely new term that makes visible the overall student success ecosystem and the specific language associated with it. The L.E.A.D. Program, unique in Ontario as a pre-emptive approach of professional training, looks to enhance any school boards' ability to support its educational staff. Great potential exists in coalescing how student success literate professionals in all contexts address the sociological issues of schooling in the 21st century to help create optimal educational environments for students.
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Cranford, Cynthia J. "Negotiating Flexibility with Security in Los Angeles’s In-Home Supportive Services." In Home Care Fault Lines, 83–106. Cornell University Press, 2020. http://dx.doi.org/10.7591/cornell/9781501749254.003.0005.

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This chapter focuses on California's In-Home Supportive Services (IHSS). At the labor market level, both the Direct Funding Program (DF) in Ontario and the IHSS gave “consumers” the flexibility to hire their own “providers,” yet in IHSS the state was more involved in the employment relationship because it paid the provider rather than giving funding directly to the consumer. Many elderly IHSS consumers hire family, but when family is not available, immigrant seniors hire others from their language and ethnic group, and this goes for Pilipinx. Like in DF, labor market flexibility shaped negotiations in the labor process, but in IHSS it shaped it differently. While DF self-managers forged and embraced a friendly employment relationship, consumers in the IHSS context of paying family or co-ethnic fictive kin were more ambivalent about their employer role and used family ideals and family-like practices to negotiate possible tensions at the intimate level. The state's reliance on filial duty and ethnic community through IHSS may bolster flexibility and security at the intimate level in terms of mutually respectful negotiations of what is done, when, where, and how. Yet, as suggested in the previous chapter, collective backing is also important if the goal is flexibility with security. Indeed, another difference between DF and IHSS is that IHSS providers have a union.
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